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How the Brain Learns


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Presentation Transcript 3 week(s) ago
How the Brain Learns : How the Brain Learns Colleton County School District Administrative
545 ViewsMeeting – July 28, 2005
Speaker Notes: The Human Br...
Slide2 : [Entertainment]
Speaker Notes: Abhishek
How the Brain Learns : How the Brain Learns (0)
Speaker Notes: Memory (0 Comments)
2 week(s) ago
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Speaker Notes:
Memory
Exterior Parts of the Brain : Exterior Parts of the Brain Frontal Lobes – planning &[Entertainment]
thinking Temporal Lobe – sound,
speech, LTM Occipital – visual processing Parietal lobe – orientation, calculations Freedom
Speaker Notes:
(0)
Interior Parts of the Brain : Interior Parts of the Brain Limbic System – generation (0
of Comments)
emotions Thalamus – processes
sensory stimuli – except smell Hippocampus – checks info in working memory to stored experiences
Speaker Notes:
The Brain : The Brain Frontal Lobes – Planning and thinking Temporal Lobes – sound & speech & some Long term
memory Occipital Lobe – visual processing Parietal Lobe – orientation, calculation, and certain types of recognition.
Speaker Notes:
Cerebrum : Cerebrum Thinking, memory, speech and muscular movement are controlled by areas in the cerebrum. Frontal
Lobe – Monitors: Higher Order thinking Directing Problem Solving Regulating excesses of the emotional system
Speaker Notes:
The Brain : The Brain Limbic System – generation of emotions Thalamus – directs sensory information to other parts
of the brain. (except smell) Hippocampus – constantly checks info relayed to working memory & compares to stored
experiences. (essential for creating meaning.) Amygdala – plays an important part in emotions – especially fear.
Speaker Notes:
Slide10 : Logical Analytical Fact Based Qualitative Holistic Intuitive Integrating Synthesizing Organized Sequential Planned
Detailed Interpersonal Emotional Kinesthetic Feeling Based Limbic Mode Cerebral Mode L E F T M O D E V E R B A L R I
G H T M O D E Non V E R B A L
Speaker Notes:
Brain Transmissions : Brain Transmissions Neurons transmit impulses along an axon and across the synapse to the dendrites
of the neighboring cell
Speaker Notes:
1,000,000,000,000,000 synapses : 1,000,000,000,000,000 synapses Learning occurs by changing the synapses so that the
influence of one neuron on another also changes. The more complex the skills demanded in an occupation, the more dendrites
were found on the neurons – creates more sites in which to store learnings
Speaker Notes:
How the Brain Learns : How the Brain Learns Connections the brain finds useful become permanent; those not useful are
eliminated as the brain selectively strengthens and prunes connections based on experience. What are the implications for
teaching?
Speaker Notes:
Effective Teaching : Effective Teaching Requires: Planning Essential elements of effective instruction Competent teacher
Constant stream of decisions Students actively engaged Compatibility to how students learn
Speaker Notes:
The Brain is a novelty seeker : The Brain is a novelty seeker The brain has a persistent interest in novelty. An environment
that contains mostly predictable stimuli lowers the brain’s interest
Speaker Notes:
Using Novelty in Lessons : Using Novelty in Lessons Humor Movement – get the blood flowing Multi-sensory Instruction
– interesting colorful visuals - & talk about their learning Quiz Games – helps students rehearse – adds repetitions for
long term memory Music – Mr. Morton
Speaker Notes:
Information Processing Model : Information Processing Model Learning Storing Remembering Are all dynamic and
interactive processes
Speaker Notes:
Information Processing Model : Information Processing Model It limits its scope to the major cerebral operations that deal
with: Collecting Evaluating Storing Retrieving information The parts that are most useful to educators
Speaker Notes:
Information Processing Model : Information Processing Model Sight Hearing Touch Smell Taste Immed Memory Working
Memory Sense & Meaning Sensory Register out Long Term storage Self Concept Past Experiences Cognitive Belief System
Speaker Notes:
Memory : Memory Short term memory: All of the early steps of temporary memory that lead to stable long term memory
Immediate Memory – holds data for 30 seconds Working Memory – limited capacity – conscious activity –
captures our focus and demands our attention – occurs in the frontal lobes
Speaker Notes:
Working Memory : Working Memory Capacity – varies with age Younger 5 – 2 items Between 5 - 14 5 items 14 and
older 7 items The limited capacity explains why we need to memorize a song or poem in stages – increase capacity through
chunking. How can this relate to learning new vocabulary words?
Speaker Notes:
Working Memory : Working Memory Time Limits Age dependent Pre-adolescents – 5 – 10 minutes Adolescents &
Adults – 10 – 20 minutes Fatigue or boredom sets in resulting in a loss of focus - unless a change in the way the
individual is dealing with an item.
Speaker Notes:
Data Affecting Survival : Data Affecting Survival Data Generating Emotions Data for new learning W O R K I N G M E M
O R Y Priorities for Working Memory
Speaker Notes:
Criteria for Long term Storage : Criteria for Long term Storage We cannot recall what we have not stored Emotional
experiences have a high probability of being permanently stored Does it make sense? (oh now I see) Learner can understand
based upon experience Does it have meaning? (how will I use it) Is the item relevant
Speaker Notes:
Sense & Meaning : Sense & Meaning Sense and Meaning are independent of each other When new learning is
comprehensible (sense) and can be connected to past experiences (meaning) – retention is dramatically improved.
Speaker Notes:
Sense & Meaning : Sense & Meaning Students often listen to things that make sense but lack meaning. If they do not find
meaning after the learning episode – there is little likelihood of long term storage Teachers often wonder why students
forgot the lesson – (meaning – relevance must be clear) learn it because its on PACT
Speaker Notes:
Sense & Meaning : Sense & Meaning Past experiences always influence new learning. Teachers spend about 90% of their
planning time devising lessons so that students will understand the objective (sense) – they need to be more mindful of
helping students establish meaning. Integrating the curriculum increases meaning and retention Teachers must understand the
intent of the standards
Speaker Notes:
Slide28 : Moderate To High Very Low Very High Moderate To High M E A N I N G P R E S E N T ? Sense Present ?
Probability of being Stored in Memory
Speaker Notes:
Retention : Retention Research has shown that: The greatest loss of newly acquired information or a skill occurs within 18 â
€“ 24 hours If a learner cannot recall information within 24 hours – there is a high probability that it was not permanently
stored
Speaker Notes:
Self Concept : Self Concept Continuum – very low to very high Emotions play an important part in forming a personâ
€™s self concept. People will participate in learning activities that have yielded success for them and avoid those that have
produced failure
Speaker Notes:
Self Concept : Self Concept Accepting or Rejecting New Learning People will participate in learning activities that have
yielded success for them. They will avoid those that have produced failure.
Speaker Notes:
Self Concept : Self Concept Hierarchy of Data Processing: When a concept struggles with an emotion, the emotion almost
always wins! It is possible for the rational system (frontal lobe) to override emotions – but that takes time and conscious
effort.
Speaker Notes:
Self Concept : Self Concept The learner must believe that participating in the learning situation will produce new successes
rather than repeat past failures. A teacher teaches children, not merely content. It is vital to create the conditions for success â
€“ educational & human relations skills (intentionally maximizing success)
Speaker Notes:
Self Concept : Self Concept The self concept is important in controlling the feedback loop and determining how the individual
will respond to almost any new learning situation. What are the implications for instruction?
Speaker Notes:
Computer Model - Comparison : Computer Model - Comparison Brain performs more slowly It takes time for the nerve
impulse to travel along the axon The brain’s working memory is limited Emotions play an important role in human
processing and creativity. The ideas generated by the brain often come from images. The brain changes its own properties as a
result of experience
Speaker Notes:
Constructivism : Constructivism Students are more likely to gain greater understanding of and derive greater pleasure from
learning when allowed to transform the learning into creative thoughts and products. (learning on a continuum, direct
instruction provides a foundation, inquiry or constructivism, cooperative learning can take the learning to new and creative
levels)
Speaker Notes:
How the Brain Learns –Why it is Important? : How the Brain Learns – Why it is Important? When do students
remember best in a learning episode? How can I help students understand and remember more of what I teach? Why is focus
so important, and why is it so difficult to get? How can humor and music help the teaching learning process? How can I get
students to find meaning in what they are learning? Why is transfer such a powerful principle of learning, and how can it
destroy a lesson without my realizing it?
Speaker Notes:
How the Brain Learns – : How the Brain Learns – Physical aspects associated with learning How the brain processes
information Memory – Retention & Learning The power of Transfer Brain Specialization and Learning The Brain and the
Arts Thinking Skills and Learning
Speaker Notes:
Instructional Approaches : Instructional Approaches Direct Instruction Cooperative Learning Interdisciplinary Units
Integrated Thematic Units
Speaker Notes:
Using Humor to Enhance Learning : Using Humor to Enhance Learning Gets Attention Creates a positive Climate Increases
retention Emotions enhance retention Positive feelings from laughter increase probability of retention It is an effective
discipline tool No teasing or sarcasm
Speaker Notes:
Increase processing time through motivation : Increase processing time through motivation Generate Interest – powerful
motivator Establish Accountability Provide Feedback Prompt Specific Corrective Level of Concern
Speaker Notes:
Increase processing time through motivation : Increase processing time through motivation Level of Concern Provide
consequences Visibility & Proximity Varying the amount of time allotted to complete a task Varying the amount of help or
support available.
Speaker Notes:
Creating Meaning in new Learning : Creating Meaning in new Learning Modeling Accurately & unambiguously highlight
the critical attributes Teacher presents first to ensure students get it correct during this prime time when retention is the highest.
Avoid controversial issues that evoke strong emotions that can redirect the learner’s attention Emotions can shut out
rational thought
Speaker Notes:
Creating Meaning in new Learning : Creating Meaning in new Learning Using examples from students’ experience
Brings prior knowledge into working memory which promotes making sense and attaching meaning. It is important that the
examples are clearly relevant to the new learning – should be planned in advance.
Speaker Notes:
Creating Meaning in new Learning : Creating Meaning in new Learning Creating artificial Meaning Mnemonic Devices
Homes – Great Lakes Roy G Biv Others
Speaker Notes:
Using Closure to Enhance Sense & Meaning : Using Closure to Enhance Sense & Meaning It is during closure that a
student often completes the rehearsal process and attaches sense and meaning to the new learning. Closure is different from
Review The student does most of the work by mentally rehearsing and summarizing the concepts and deciding whether they
make sense and have meaning.
Speaker Notes:
Using Closure to Enhance Sense & Meaning : Using Closure to Enhance Sense & Meaning Closure is an investment that
can pay off dramatically in increased retention of learning. Closure is one of the most under used elements of effective
instruction.
Speaker Notes:
Using Closure to Enhance Sense & Meaning : Using Closure to Enhance Sense & Meaning Closure can occur at various
times: It can start a lesson – think about two causes of WWII that we studied yesterday and be prepared to discuss them….
It can occur during a lesson – Complete this problem on area before we move on to finding the volume… It should also
take place at the end – to tie the entire lesson together…
Speaker Notes:

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